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Perception (Level 1)
Perception concerns the students’ use of their sensory organs to obtain cues that guide their
motor activity. It involves the students’ learning from sensory stimulation (awareness of a sight,
sound, or scent) and from recognition of the stimulus (identification of the object, sound, or
scent) to perform certain actions.
EXAMPLE: Choose appropriate colored markers for lettering charts.
Set (Level 2)
Set refers to the student’s being ready to perform a particular action. Perception of cues
serves as an important prerequisite for this level. This category includes mental set (mental
readiness to act), physical set (physical readiness to act), and emotional set (willingness to act).
EXAMPLE: Display proper student behavior in a learning environment.
Guided Response (Level 3)
This level involves the early stages of learning a complex skill. It includes learning through
imitation and trial and error. Adequacy of performance is normally judged by another person
or by the use of defined criteria.
EXAMPLE: Display proper instructor behaviors in a training environment.
Mechanism (Level 4)
This level concerns performance skills of which the learned responses are more practiced than
in the previous level, but are less complex than the next higher level. You expect the student
to be able to perform these skills with some degree of confidence and proficiency.
EXAMPLE: Use the chalkboard/visual aids panel as instructional media.
NOTE: Before going onto the next level, we must point out that this example objective could
apply equally as well to levels two and three as it does to level four. Obviously, however, you
would measure student accomplishment of the objective differently. You should expect much
more of a student in the way of proficient performance at level four than at level two. That is
why you need to understand the intended level of the instruction and the learning outcomes
expected as a result of that instruction. While that is specifically the responsibility of curriculum
developers, you, the instructor, must accomplish the desired training outcomes of the learning
objectives.
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